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V 



COUNCIL OF CHURCH BOARDS 
OF EDUCATION 

MARCH 15, 1917 



A STATISTICAL SURVEY 

OF 

ILLINOIS COLLEGES 



BY 

B. WARREN BROWN, 

SURVEY SECRETARY ' fgl LIBRWW 01. 



JAN 181944 



AT THE DIRECTION OF '■W- 

RICHARD WATSON COOPER 

EXECUTIVE SECRETARY 



SINGLE COPY, 30 CENTS 



Published by the Council of Church Boards of Education, Central Office, R. W. Cooper, Executive 
Secretary, 19 South La Salle Street, Chicago, Illinois 



"^diuryu^ iM-lll^CL^Yut C^>1^'roClit^■^c^ MA^'.AiMjU-U^u^J^U'^ 



COUNCIL OF CHURCH BOARDS 
OF EDUCATION 



A STATISTICAL SURVEY 



OF 



ILLINOIS COLLEGES 



BY 

B. WARREN BROWN, 

SURVEY SECRETARY 



UNDER THE DIRECTION OF 

RICHARD WATSON COOPER 

EXECUTIVE SECRETARY 



SINGLE COPY, 30 CENTS 






PUBLICATIONS OF THE COUNCIL OF 
CHURCH BOARDS OF EDUCATION 

This is the first of a series of publications 
contemplated by the Council of Church Boards 
of Education in the prosecution of a Forward 
Movement for Christian Education. Much 
material of a valuable nature is already at 
hand in the central office in Chicago, and more 
will be gathered, as needed, to bring to the 
public the facts of our educational institutions 
and the needs of religious education in Amer- 
ica. 

In the absence of a Committee of Publica- 
tion, not yet appointed, I must assume final 
responsibility for the publication of this Sur- 
vey in its present form. At my request the 
Council ordered the preparation of the Exhibit 
of Illinois Colleges for the annual meeting of 
the Association of American Colleges in Janu- 
ary, 1917; and again, at my request, ordered 
the completion of the survey and the present 
publication. The public and the colleges in- 
deed are indebted first to the Council for the 
entire undertaking; they have financed the 
project. The Council and I in turn are both 
indebted to Mr. Brown for the energy and 
faithfulness with which he has conducted the 
survey and here presented the material. For 
the concept of the book, and for its faults and 
limitations I alone must be held responsible. 
THE EXECUTIVE SECRETARY. 



FOREWORD 

A cautious mau will deliver himself with reserve 
upon any subject of prominent public concern about 
which much is felt and desired and little of importance is 
known. The caution manifest in all representative gath- 
erings of higher educationalists, — administrators and spe- 
cialists, — is indicative of the fact that the vital problems 
of higher education, general or institutional, are matters 
of strong public and private interest, but that about them, 
though much is guessed and strong things are said, yet 
few of the really vital facts are known, and even these 
known only to small groups and in scattered forms. 
Colleges and universities have been so busy building 
themselves that they have neglected self-analysis and the 
deeper meaning and importance of the general educa- 
tional movement which has now caught them and is 
limiting and determining their activities. 

When we stop to make up the account the sum of 
our ignorance becomes astounding. It is scarcely cred- 
ible, but true, that even large and wealthy universities 
are still without a statistician, dependent upon an unin- 
forming bookkeeper's statement for what little knowledge 
they have of their own operations. The people, with 
some justice, complain that real knowledge about the 
work of State Universities appears reducible to the huge- 
ness of the undertaking, the bigness of the crowd and the 
bulkiness of the catalogue. So long as such things are in 
any degree true, it is impossible for us to give definite 
account of any general movement or to point the specific 
bearing of it. We apprehend and assume, but we do 
not know. The facts are not at hand. Available educa- 
tional statistics warrant no definite conclusions as to the 
pedagogic or administrative desirability of our composite 
State Universities ; of the present organization of gradu- 
ate schools therein; of the real tendencies in liberal arts 
and sciences in colleges and universities; of the present 

1 



tendencies in liberal and in technical education of col- 
lege grade ; the efficiency of our work with freshmen 
and sophomores ; the significance and function of the 
two upper years in the college course; the value of our 
output in the work and the life of the world. On these 
and on many similar topics we speak with but little 
knowledge when we speak at all. 

This publication is in itself the result of an open 
demand from the college world for the facts as they are. 
The Council of Church Boards of Education, organized 
five years ago and now comprising Boards of Education 
of 18 denominations, has authorized the survey and 
ordered the publication of the facts. The Association of 
American Colleges, organized two years ago, is sympa- 
thetically co-operating with the movement and welcom- 
ing such open inquiry into educational conditions and 
movements. It is but a beginning, is limited in its 
investigation to the State of Illinois and to certain specific 
problems of the colleges of that State. Our manifest 
purpose has been to discover and disclose such facts as 
would enlighten the Church Boards of Education upon 
the relation of the Church to the Colleges and inform the 
colleges of their relation to each other; of their common 
interest in all educational development and their relation- 
ship to this development. On some matters here covered 
only partial reports are available. We are aware that 
what we have not done is even more important than 
what we have done, and that the value of this survey 
is largely dependent upon further investigation and re- 
port. The colleges of our country will scarcely remain 
satisfied until they have discovered and disclosed the 
present actual function and the probable future function 
of the college in the educational system of America. 

The collection and presentation of the facts compris- 
ing this publication have been made by Mr. B. Warren 
Brown, Survey Secretary. Mr. Brown now joins me in 
expressing to the Illinois Colleges and to the Boards 
comprising the Council of Church Boards of Education 
our appreciation of their help and co-operation in this 
work. 

RICHARD WATSON COOPER. 



STATISTICAL SURVEY OF 
ILLINOIS COLLEGES 

The facts presented in this survey were collected 
during the months of December, 1916, and January and 
February, 1917, through a central office in Chicago estab- 
lished by the Council of Church Boards of Education. 
The aim of the bulletin is not to enter into the internal 
problems of any institution in the state, or to attempt 
any work of standardization. Rather this is an effort to 
measure quantitatively some of the relationships which 
obtain between the American college, the general educa- 
tional system, and the church. 

This object is unquestionably desirable from the 
standpoint of the college in helping to articulate the 
church and endowed institutions with the larger educa- 
tional system. It is equally important to the forces of 
religious education to apprehend the position of the last 
great educational institution still in their hands. Institu- 
tions for general education, for professional training, and 
for research, have passed almost entirely under the con- 
trol of the state. The extent of that tendency with refer- 
ence to liberal arts training, a task which heretofore the 
church has regarded as the particular field for its insti- 
tutions, should not be overlooked. As between the col- 
lege and the church, it involves the supply of church lead- 
ership. As between the religious forces and the state, it 
registers the verdict of society as to which shall in fact 
control and determine the type of social leadership. 

Of necessity a single survey of this character is only 
a local contribution to the problem. There is some reason 
to suppose, however, that Illinois is fairly representative 
of the social and educational elements which characterize 
the entire country, and that it represents today conditions 
toward which many states with smaller populations are 
rapidly moving. Where possible, also, the survey has 
drawn on more general studies for purposes of compari- 
son. Again, it is inevitable that a single survey repre- 
sents only a cross section in time on many points. 

3 



Efforts have been made to reinforce this view by tracing 
tendencies for at least a short period of years. 

DENSITY OF POPULATION OF ILLINOIS, 




SOURCE OF STUDENTS 

The state of Illinois includes a land area of 56,043 
square miles, with a total population of 4,821,550 in 1900, 
in 1910 of 5,638,591, and in July, 1916, of 6,152,257. The 
density of population in 1890 was 68.3 per square mile, 
in 1900, 86.1, in 1910, 100.6. It is significant of the dis- 
tribution that a line drawn through the centers of popu- 
lation for the last four decades points directly toward 
Chicago. The city has grown faster than the state. 

I. Geographic Source of Students 

A. By Population: 

Comparing the attendance at institutions of college 
grade with the population, and using the census estimate 
of 10% for Illinois as the proportion of total population in 
the age group 17 to 23, inclusive, we find that for 1914 
one out of every 33 of that age group was in college. This 
is slightly lower than the ratio for the New England 
states (average 1 to 30), Ohio (1 to 30), and California 
(1 to 22), but gives Illinois a rather high rank quanti- 
tatively in the field of higher education. (G. F. Ream's 
studv 1916 from government statistics.) 

B. By Location: 

President Nollen of Lake Forest College has already 
called attention to the fact that "there is no point in Illi^ 
nois more than 75 miles from a college, and from most of 
the state, several colleges lie within a radius of 50 miles". 
This fact is amply demonstrated by plate 26, which, 
however, does not include any institutions such as Beloit, 
situated on the border of the state and reaching Illinois 
territory. As might be expected from the steady shift 
in population, the greatest overlapping in college territory 
is about Chicago, and again in the northwestern portion 
o!" the state. Comparison of plate 4, showing density 
of population, with that on the location of institutions, 
emphasizes this general relationship of density of popu- 
lation to higher education. 

There is a more vital connection, however, in the 
extent to which location determines attendance. It was 



Geographical Source of Student Bodies 

C4 Regular College Classes only) 



WofTiens Colleger 
339 students 



Uni verities (2) 
3.707 students 




Students from local town 
(T) frommttiin-SOmiles 

(^ ottiersfrm Illinois 
Q\ frcm other stdtes 



2/ Mowed Illinois Institutions ■ 
652S students 





Colleges us Students up ( 7 ) 
1736 students 



Colleges undgr /75Studenfs (JO) 

7^3 students 





stated in the Iowa Survey conducted by the United States 
the majority of their students from within a radius of 
Bureau of Education in 1916 that "most colleges draw 
fifty miles. Few institutions obtain any considerable 
percentage of their enrollment from outside a circle with 
a radius of one hundred miles". Maps of each institution 
were presented in confirmation of this fact. Space does 
not permit here the inclusion of similar maps for each 
Illinois institution. The map here included indicates the 




basis on which institutions were charted. The conclusion 
seems to confirm and carry somewhat further the govern- 
ment study. Only regular students in the four college 
classes from 21 non-state institutions were studied in this 
connection, and those limited to strictly liberal arts 
groups. Figures for each institution were averaged be- 
tween the 1914 and 1916 distribution of students to avoid 
the irregularity of a single year. 

Out of 6,225 students 2,743, or 42%, live in the col- 
lege town. Undoubtedly the families of many of these 
(probably not more than 20%) moved to the college town 
for educational advantages. This, however, is somewhat 
counterbalanced by the large number of special, prepara- 
tory, and music students commonly living in the college 
community, who are entirely excluded from the above per 

7 



cent. Three thousand five hundred and ninety-seven stu- 
dents, or 55.1% (including the above 42%) came to col- 
lege from within a radius of fifty miles. That this radius, 
as determined by county lines, was fairly conservative, is 
indicated by the accompanying chart, page 7. Beyond 
the circumference of this circle the drawing power of an 
institution drops oft tremendously. Only 940, or 14.5%-, 
additional students are secured from the remainder of 
the state. 1988 liberal arts students, or 30.4%, come to 
Illinois from other states, but apparently for reasons 
other than the nearness of the institution. 

Grouping institutions by size and kind (see chart 
6), it is notable that the universities maintain as high 
a ratio of local dependence and patronage as any other 
group, and that they draw a little more strongly from 
outside the state. Apparently, the women's colleges are 
quite independent of mere location, only 25.3% coming 
from within fifty miles, and a correspondingly larger per 
cent coming from other states. Colleges from 500 down 
in numbers show no exceptional variation as a group, but 
in single instances an unusual number of students are 
drawn from other states by ties of race, common lan- 
guage, or sect, which greatly raise the average for the 
group. For example, in Iowa, Luther College tlraws 82% 
from other states; in Illinois, North-Western College 
draws 7T%, Greenville, 60%, and Olivet, 55%, from 
outside the state. 

The following table gives a more complete basis for 
comparison than is possible in the above analysis: 

From Remainder Other 

College Town 50 M. Rad. of state States 

No. % No. % No. % No. % 
21 111. Inst. Non-State 
1916-7. Regular Lib. 

Arts only 2743 42. 3597 55.1 940 14.5 1988 30.4 

U. of 111. 1915-16, Lib. 
Arts and Sc, Urbana 104 

Champaign 117 14.2 1060 69. 268 16.8 

Armour & Bradley Insts. 

Tech. Col., 1915-16... 454 57. 115 14.4 228 28.6 

16 la. Colleges, 1915-16. 

Lib. Arts only 1663 33.4 2464 50. 1711 34. 799 16. 

(in county.) 

8 



It would appear in this table that the principle of 
distribution of technical students does not materially vary 
from liberal arts, and that there is a very convincing 
similarity between the location factor in the two states up 
to the fifty mile limit. Beyond that point Iowa draws 
more largely from the state, Illinois from outside. It is 
also apparent that the state institution draws quite gener- 
ally from its entire tax-paying constituency. 

As between the drawing powers of institutions within 
the state and those outside, a comparison of the numbers 
who come to Illinois institutions from other states and 
those who go from Illinois to institutions in other states 
is interesting. Counting the state university, Illinois 
draws from other states about 2,500 out of 9,000 liberal 
arts students. Figures including technical students 
would probably bring this up to 3,000. Illinois sends 
out, as indicated in the following table of more promi- 
nent institutions and those directly on its border, 1,464 
students, to which perhaps three or four hundred should 
be added as a full measure of the loss. 



ILLINOIS STUDENTS ATTENDING INSTITUTIONS IN 

OTHER STATES 

Department Year No. 

Wisconsin University all departments 1915-6 677 

letters and sciences 1915-6 242 

Beloit liberal arts 1915-6 132 

Carroll liberal arts 1915-6 20 

Milton liberal arts 1915-6 7 

Ripon liberal arts 1915-6 4 

Lawrence liberal arts 1915-6 11 

Milwaukee-Downer 

Indiana University liberal arts 1915-6 9 

Purdue University liberal arts 1915-6 39 

Notre Dame University all departments 1915-6 267 

Wabash College liberal arts 1915-6 11 

Taylor University liberal arts 1915-6 6 

Hanover College liberal arts 1915-6 5 

Franklin College liberal arts 1915-6 4 

Earlham College liberal arts 1916-7 19 

DePauw University liberal arts 1915-6 41 

Iowa State University all departments 1913-4 79 

Cornell College liberal arts 1915-6 46 

Grinnell College liberal arts 1915-6 5 

Coe College liberal arts 1915-6 9 

Drake University liberal arts 1915-6 8 

St. Louis University liberal arts 1915-6 45 

Harvard liberal arts 1915-6 80 

Yale all departments 1914-5 164 

liberal arts 1914-5 137 

University of Michigan liberal arts 1915-6 162 

Princeton liberal arts 1915-6 44 

Miami liberal arts 1915-6 1 

University of Minnesota liberal arts 1913-4 6 

Radcliffe liberal arts 1914-5 7 

Smith liberal arts 1914-5 88 

Wellesley liberal arts 1915-6 *68 

Mount Holyoke liberal arts 1915-6 18 

*67 in 1916-17. 



10 



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11 



II. Educational Source of Students 

A certain general relationship exists between higher 
education and the population or the corresponding age 
group of the population. The somewhat more important 
connection just set forth obtains between institutions and 
the territory in which they are located ; but the vital basis 
of higher education is the general educational system. 
Unless colleges and universities throw away all present- 
day standards, they are directly dependent for their sup- 
ply of raw material upon the high schools, which are in 
turn dependent upon the grades. It is possible, therefore, 
to measure numerically the supply of college material for 
the present, and to some extent into the future. 
P«.tce»vT o\ tkdx? -5'-/?j'e«^s »X e^oe. 
<»v U.S. ^vt.\cUei, ivx, 
COrA/VKOH SCHOOL'S. 

I %7» 'iS" 'go 'yr 'lo \f tioo '«>£• '/a /^ 




A. In Grade Schools : 

Considering first the situation in the entire country, 
we find tliat the common schools have made a steady but 
relatively slow gain on the population of school age. 
Fifty-seven per cent of those 5 to 18 years of age- were 
enrolled in 1870. This percentage rose rapidly to 65.54% 
in 1875. (See chart on page 12.) Since 1875 the increase 
has not greatly exceeded the rise in general population, 
the ratio in 1914 standing at 73.66%. (Rpt. U. S. Comm. 

13 



Ed. 1916, Vol. II, p. 19.) In actual figures the rise has 
been from 6,871,522 in 1870 to 19,153,786 in 1914. In the 
last decade, however, the increase in common school en- 
rollment has been comparatively small, (17,231,178 in 
1905-6, 19,561.292 in 1914-5), and in comparison with the 
population there has been a slight loss, (19.94% in 1905, 
19.39% in 1914). 

For the corresponding period Illinois shows tenden- 
cies which are similar in two important respects. First, 
the common schools have practically covered the field 
open to them in their age group of population, and they 
are not increasing faster than the population. (In fact. 
Illinois shows a loss.) Second, they are not increasing 
in absolute number of pupils to any great extent, (672.787 
in 1870, 958,911 in 1900, 1.043,221 in 1913-4), an increase 
of only 9% in the last fifteen years. (Figures from U. S. 
Comm. Ed.) In contrast with the general tendency as 
indicated on chart 12, Illinois has been steadily losing 
ground in the ratio of common school attendance to the 
age group from 1870 to 1890, and again from 1900 to 1914. 
This may be partially explained by employment of chil- 
dren under 18, and the fact that there are 200,000 childreii 
in private parochial schools in the state. This decrease is 
even more marked in the ratio to total population, which 
in 1870 was 25.997o, and in 1914 was 17.43% (2% below 
that of the entire country). Undoubtedly much of this 
loss is accounted for by the influx of immigrants above 
the common school age. 

It is evident, therefore, that the rate of increase in 
the common schools has nearly reached its limit in the 
age group in the population, and that in Illinois especially 
the numerical increase is now only slight. The accom- 
panying table, page 11, shows that it was 1% from 
1914-5 to 1915-6. 

Further answer to the question of the educational 
supply of high school and college students depends upon 
the DISTRIBUTION in the grades of this fairly settled 
number of pupils. What proportion finish the eighth 
grade and thereby become eligible for high school? 

13 



Estimates for the United States as a whole, based on 
the years 1905-6 to 1914-5, indicate that 23.5% are in 
the first and 6.36% in the eighth grade (Rpt. U. S. Comm. 
Ed. 1916), or in other words, that about 30% of those 
who start common school finish the eighth grade. The 
ratio in Illinois is somewhat higher. The average of 
eighth grade attendance during the last five years is 41% 
of the average of first grade attendance. (It will be noted 
in the table on page 11 that 1916 is an exceptional year, 

XI lino IS ^cKool S^stttrx. 

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and that figures are not available to trace back to a par- 
ticular class more than four years.) 
B. In High Schools : 

Turning to the high schools to note the continuance 
of this supply of material for higher education, we find an 
extraordinary increase in the attendance of secondary in- 
stitutions during the last thirty years, whether in com- 
parison with the fairly stal)le attendance in the grades, or 
with the steady increase in population. Since 1889-90 the 
attendance in secondary schools has increased from 297,- 
894 to 1,469,399. (There is some discrepancy in the 
government figures on this point as reported in the Com- 
missioner's report for 1889-90, but the more conservative 
totals are used as the basis of this estimate.) That is, it 
has increased five-fold, while the elementary attendance 
has increased only from 14,000,000 to 19,000,000 approxi- 
mately, and the general population from 62,947,714 to 
101,364.328. The United States Bureau of Education now 
concludes that "about 111 in every 1,000 pupils entering 
the first grade in 1904-5 graduate from the high school in 
1916". The corresponding estimate in 1914 was 109 out of 
every 1,000. There is evidence from many states in all 
sections of the country that this remarkable increase is 
still going on. Percentages of increase from 1910 to 1914 
are as follows: Georgia 29%, North Carolina 35%, Ten- 
nessee 22%, Minnesota 32%, Michigan 25%, Washington 
36%, California 47%, Massachusetts 24%, New York 
24%, Ohio 167o, Pennsylvania 33%. That Illinois has 
been no exception to this remarkable increase is demon- 
strated in the chart on page 17. Figures included in 
ihe table on page 11 indicate that the high school en- 
rollment will have doubled in the decade 1909-1919. The 
gain of 11%, in 1916 over 1915 more than maintains this 
rate of increase. Obviously, then, both in the state and 
nation the supply of students for higher education is in- 
creasing at a tremendous rate, so far as can be evidenced 
by increased attendance in secondary institutions. 

The question then arises, as before, how are these 
students DISTRIBUTED in the four year period, and 

15 



how many remain to graduate? The distribution of stu- 
dents in the high school course as computed from figures 
for 360,000 to 463,000 pupils, 1907 to 1914, inclusive, for 
the entire United States, shows a percentage of gradua- 
tion in 1910-11 of 37.9, 39.58 in 1912, 38.84 in 1913, 39.06 
in 1914. (U. S. Comm. Ed. Rpt. 1916, Vol II, p. 8.) As 
between different classes the proportion for the United 
States as a whole was : 

Freshmen Sophomore Junior Senior 

1912 41% 27.05% 18.5% 13.45% 

1914 40.79 26.74 18.63 13.84 

(p. 18, V. II, 1916 Rpt.) 

In a study on this point in 1915-6 the North Central 
Association tabulated the following proportions for 
schools in its membership : 

Freshmen Sophomore Junior Senior 

38.10% 26.50% _ 19.50% ^ 15.90% 

Illinois institutions in the association maintained a 

ratio of: 

Freshmen Sophomore Junior Senior 

39.2% 27.2% 18.4% 15.2% 

Evidently the North Central Association institutions 
retained their students more successfully than the aver- 
age for the whole country, but the Illinois institutions in 
their group fall somewhat below their average. The 
average for all Illinois high schools, compiled from re- 
ports of the State Bureau of Education, follows : 

Freshmen Sophomore Junior Senior 

1911-16 inclusive 42.0% 27.0% 17.37% 13.63% 

1916 42.0 27.95 16.76 13.29 

It is therefore clear that the state as a whole retains 
a smaller proportion of high school students throughout 
the course than does the association, and that 1916 repre- 
sents a greater loss than the average for the last five 
years. 
C. High School Graduates: 

To follow the supply of raw material one step closer 
to the factory, if that analogy is permissible, the actual 
number of high school graduates should be analyzed. In 
Illinois, in spite of the relatively low proportion of stu- 
dents retained in the course, the number of graduates 
from four year high schools has increased from 7,515 in 

16 



1909 to 14,318 in 1916. That is, it has practically doubled 
in eight years. 

(Applying the government estimate of 111 high school gradu- 
ates out of every thousand entering the first grade, the figure should 
be even larger. Just how nuich larger it is impossible to say be- 
cause of the uncertain number of retarded pupils in the first grade.) 

|oo_oe>o /\«/»- 

iS'f^ Woo i^os" iiC? /^/ .y 

<OOM- 




During the last four years 49,727 pupils have gradu- 
ated from four year high schools in Illinois, and from this 
number have come the four college classes now in higher 

17 



institutions in the state. At the present rate of increase, 
the number of high school graduates in Illinois ready for 
college during the next four years will number approxi- 
mately 65,000. 
D. Proportion Going to College : 

What proportion of high school graduates, or those 
ready for higher education, actually go to college? Fig- 
ures are not available for the United States as a whole. 
It is significant, however, that the high school attendance 
in 1914 was 1,459,399, and the attendance at universities 
and colleges for the corresponding year 216,493. The 
most accurate estimate possible indicates that there are 
now in attendance at colleges, universities, technical 
schools of college grade, and normal schools in Illinois, 
counting only regular students who are graduates of the 
four-year high schools, 17,618 (9,233 liberal arts, 5,166 
technical, 3,319 normal). This is approximately one-third 
of the 49,727 graduates of high schools in the last four 
years. As compared with the high school attendance in 
1916 it is practically one-sixth. The North Central Asso- 
ciation in a 1915 study covering its entire membership, 
sets the percentage of the high school graduates in 1913 
who have gone to college at the following figures : Illinois 
33.9%, Indiana 27.5%, Iowa 28.9%, Michigan 20.7%, Min- 
nesota 28.2%, Missouri 27.3%, Ohio 31.5%, Wisconsin 
19.7%, average 26.9%. To this, however, should be 
added the number attending normal schools, which in 

ILLINOIS 



fi/umber 
953 


pencenT 

Co//ege 33.9 


61 


Com/nercldl Scnoo/ 


2./ 


67 


Trades 


lA 


65 


Farming 


2.3 


/H 


Normal Schoof 


5 


422 


Business 


15 


390 


At Home 


139 


23/ 


Other Occupations 


«2 


m 


Professions 


5/ 


48 


Domestic fconomy sod Agriculture 


/7 


/24 


Teachini 


4.4 


!59 


Unknown 
TOTAL 2,809 

18 


5.1 



Illinois was 5%. This raises the percentage for the asso- 
ciation schools somewhat above the general average for 
the state, but the accuracy of each estimate is verified by 
the other. The same table indicates also occupations 
which high school graduates take up in preference to 
college life. As to the quality of students continuing on 
in college, 72% of the schools reporting stated that 509^) 
or more of their students who went to college were in 
the highest third of the class. 

Combining the geographical with the educational 
source of students, we have for any particular institution 
the proportion of high school graduates within fifty miles 
of the institution who are attending that college. Taking 
the figures of high school graduates in 1914 (given by 
counties in the 1914 school census, Illinois State Bureau 
of Public Instruction), we find, for example, that Lom- 
bard has one student coming from a fifty mile radius to 
every 17 students graduating from that area in 1914. 
Knox has 1 to 5.7, etc. Assuming that the number of 
high school graduates is the same for a given area each 
of four years, corresponding to the four years in college, 
the ratio becomes 1 to 68, 1 to 22.8. 

(toH. S. Grad. 4yr.) 

Lombard 1 : 17.0 1 : 68. 

Knox 1 : 5.7 1 : 22.8 

Illinois 1 : 8.4 1 : 33.G 

Illinois Woman's 1 : 13. (girls) 1 : 52. 

Shurtleff 1 : 13.4 1 : 53.6 

Wheaton 1 : 95.6 1 : 382.4 

Rockford 1 : 17.5 (girls) 1 : 70. 

North Western College 1 : 109. 1 : 436. 

University of Chicago 1 : 3.04 1 : 12.1 

Northwestern University 1 : 6.55 1 : 26.2 

James Milliken 1: 8.8 1: 3.').2 

Blackburn 1 : 30. 1 : 120. 

Hedding 1 : 30. 1 : 120. 

Frances Shimer 1 : 17. 1 : 68. 

Wesleyan 1 : 10. 1 : 40. 

Greenville 1 : 23. 1 : 92. 

Mount Morris 1 : 50. 1 : 200. 

That is (for example), one out of every 12 high 
school graduates during the last four years within fifty 
miles of Chicago University is attending that institution. 

19 



CHURCH GROUPS 



ILLINOIS 



1906 




Stud9r\t Preference — 



In Illinois Colleges 

Cafho/ic lid Eienpef/Cd/ 

Methocf/'s6 2930 

Lutheran 665 

ddptist 795 

Presbyf&n'an I9i6 



368 

Cdng/e^f/ona/ 9Sj- 
Episcopdl 5^ 
All others n^3 
fito Fretererice 922 



CHICAGO 

1906 




20 



III. Religious Source of Students 

As a large proportion of the higher education in the 
state is affihated with or under the control of religious 
organizations, the church membership and preference 
of the student body is peculiarly significant. Reference 
to the chart on page 20 indicates the relative numerical 
strength of different denominations in the state for 1906. 
Figures just released by Dr. H. K. Carroll of the Census 
Bureau and the Federal Council of Churches of Christ 
give the most authoritative and recent parallel to the 
1906 census. 

For Illinois: Baptist (1915), North 105,180; South 
62,046. Congregational (1915) 57,391. Disciples (1916) 
116,172. Lutherans (1916, all bodies) 192,470. Methodist 
Episcopal (1915) 271,869. M. E. South (1916) 7,361. 
Presbyterians (1916), North 109,021; United 9,567; Cum- 
berland 3,062. Protestant Episcopal (1916) 38,138. Re- 
formed (1916), Dutch 5,804; German 1,805. Roman Cath- 
olic (1915) 1,257,397. United Brethren (1916) 22,036. 

This gives a total church membership of 2,259,319 
out of an estimated population for the state in 1916 of 
6,152,257. 

The question then arises as to the relation of students 

to these groups. The number of higher institutions of 

learning affiliated with different denominations is as 

follows : 

Methodist 5 Lutheran 4 

Baptist 3 Free Methodist .1 

Presbyterian 4 Universalist 1 

United Presbyterian 1 Brethren 1 

Congregational 1 Church of the Nazarene 1 

Disciple 1 Independent 5 

Evangelical Association 1 Catholic 4 

Student church preference and membership among 

these institutions may be found in the table on page 24. 

(It will be noted that the figures cover regular undergraduate 
students of college grade. Where the entire membership of the 
institutions is not reported it is safe to say that the distribution is 
thoroughly representative. Unfortunately, not all the institutions in 
the state supplied information on this point, but the figures pre- 
sented are sufficiently striking.) 

81 



It is evident that students in higher institutions 
come very largely from Christian homes, but denomina- 
tional lines have practically broken down in controlling 
the source of students or the selection of schools. There 
are more Methodist regular undergraduate students in 
the state university than there are in all the Methodist 
institutions in the state combined. The same is true for 
the Baptists, Christians, Congregationalists, Presbyte- 
rians, and Catholics of college grade ; and of course it is 
doubly true for the Episcopalians, Friends, Reformed, 
and other denominations which have no church institu- 
tion in the state. 

Compared with the total number of students of any 
one denomination in the state, the contrast is even more 
striking. Only 250 out of 795 Baptist students are in 
their own church institutions, 144 out of 984 Congrega- 
tionalists, 341 out of 665 Lutherans, 964 out of 2,930 
Methodists, and 306 out of 1,895 Presbyterians. Figures 
for other denominations are not complete on this point. 

The fact is undeniable that most denominational 
schools are denominational only in name so far as the 
composition of their student body is concerned. A very 
large majority of the students of leading denominations 
go to institutions other than those controlled by their 
church. More students of leading denominations go to 
the state university than to their own church schools. 

(It should be noted that the United Presbyterians and, possibly, 
the Disciples are exceptions to these general tendencies, and some 
of the smaller denominations in the state for which figures have not 
been returned may be exceptions.) 



22 



The figures which sustain these 
tollows : 

Total-Under- 
graduate Total Stu- 
Students dents of 
Denomination — Lib. Arts in Each Dcnom- 
Institutions ination in 
of Each the State 
Denomination 

Baptist 3,296 795 

Christian 44 563 

Congregational 103 984 

Disciples 130 31 

Friends 25 

Lutheran 427 065 

Methodist 2,093 2,930 

Presbyterian 867 1,895 

Episcopal 554 

Reform 15 

United Brethren 81 

United Presbyterian 275 21 

Catholic 220 718 

Evangelical 451 368 

Unitarian 104 

No preference expressed. 785 Independ- 
ent Inst. 922 

Christian Science 239 

Universalist 183 85 

Total 10,995 



comparisons are as 



Students of 
Each Denom- 
ination in 
oivn Denom- 
inational 
School 


Undergradu- 
ates in State 
LJniversity by 
Denomina- 
tions 


281 


276 




310 


17 


Wheaton 


127 Knox 354 




12 


341 


135 


964 


1,121 


306 


803 




241 




3 


32 


19 




13 


132 


285 



65 

(l52jewsinU.ofC.) 777 
75 



23 



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24 



IV. Source of Students Socially 

Comparatively little attention has been given by col- 
leges and universities to the source of their students by 
nationality, urban versus rural residence, occupation oi 
parents, etc. Unquestionably such self-analysis is needed 
in a much greater degree if we are to keep our colleges 
thoroughly democratic. 

Tables compiled by the North Central Association 
show the ratios of high school graduates going to college 
from various sized communities. A smaller proportion of 
country students from Association high schools attend 
college than from those in larger towns. Out of the 1913 
high school graduating class in towns under 2,500 only 
22.3% went to college; 5.7% to normal school. Towns 
2,501 to 5,000 sent 22.3% to college; 6.9% to normal. On 
the other hand, towns from 7,500 to 15,000 sent 29.8% to 
college, 8.4% to normal. And cities of 50,000 and over 
36.3% to college, 8.7% to normal. This tendency oper- 
ates in spite of the fact cited by the U. S. Bureau of 
Education Report 1916, Vol. II, page 17, that "while 
nearly 54% of the total population is rural, nearly 60% 
of the school population is found in rural communities". 
The only institutions in the state which have figures on 
this point are the University of Illinois and North-West- 
ern College. In each case farming represents a larger 
numerical group in the occupation of students' parents 
than any other occupation, but only a minority of the 

total reporting. University of Illinois 

1912 3 
North-Western College ^ . ,. , „ 

,Q,g_„ Occupation of I areiits 

^ . .- r r> . Professions 204 

Occupation of Parents c ■ ^-c t ■ 
^;^^ ' ■* .,^^ bcientinc professions 45 

Artistic professions 9 

Government service 41 

Business — 



Farming 155 

Business 99 

Ministry 65 

Skilled labor 15 t., r . • .„ 

Unskilled labor 4 Manufac urmg 53 

rp^„ .; n Mercantile 300 

latinf 2 ^f--^-^ 50 

f ^"^'^'"^ ; Financial 87 

^^^ ••• ^ Miscellaneous 73 

Railroading 35 

Agriculturists 301 

Skilled laborers 76 

Unskilled laborers 27 

Retired or "No occupation". . 20 

Occupation not given 53 

Total 1,374 



Total 343 



For purposes of comparison, these two tables are 
here appended. As between the two, the university 
obviously draws from a much wider occupational source, 
the college draws more pupils from the ministry. Neither 
secures students to any extent from the families of skilled 
or unskilled laborers. The facts recorded are interesting 
but not of sufficient weight for generalization. 

LOCATION OF COLLEGES 
^OVERLAPPING TERRITORY 




HIGHER EDUCATIONAL INSTITUTIONS 

Since we have traced the supply of students to tlie 
point of enroHment in college and university, it is perti- 
nent to inquire as to the institutions open to students of 
this grade. 

I. Number of Institutions 

Illinois has one state university, two large privately 
endowed universities, six state normal schools, two tech- 
nical institutes of college grade, and, as listed by the 
U. S. Bureau of Education. 27 other colleges. There is, 
however, a considerable o\erlapping at either end of the 
college list, which calls for explanation. On the one hand, 
James Milliken, Loyola, and DePaul universities carry a 
considerable proportion of university work which tends 
to bring them into the class with Northwestern, Chicago, 
and the state university. On the uther hand, Bradley 
Polytechnic Institute, recognized by the Illinois Depart- 
ment of Public Instruction as a junior college, falls into 
the group with three technical institutions noted above. 
Aurora, Elmhurst, and 01i\'et University, none of them 
noted by the U. S. Bureau of Education, are recognized 
as colleges by the Illinois Department of Public Instruc- 
tion, and Mount Morris is recognized as a junior college. 
We must add also to this list of institutions doing college 
work in fact, Luther College. Four high schools also, 
the Crane, Lane, and Senn in Chicago, and the JoHet 
high school, carry junior college courses. We have, 
therefore. 37 institutions in the state in addition to the 
junior colleges connected with high schools competing 
for patronage from the graduates of four year high 
schools. (See page 33 for classification of colleges.) 

II. Location of Institutions 

Undoubtedly this is a large number, whether taken in 
comparison with the size of the state, its population, or 
the number of students available. The chart on page 26, 
showing the overlapping territory of institutions, compli- 
cated as it is, would be very much more crowded if it 
included all the junior colleges, and, in addition, those 

27 



sT«<.At*1i 



GHO'^TH 'i ILLINOIS 
COLLEGES, LIBERAL ARTS OAfLY. 



H^ 



3«v> 



JOO 



so 



£ iJlinoi's VVomant- 

F Knox 

G UctK*. F»reff 

H iiomi^avci 




colleges, such as Bcloit, on the border of the state, which 
overlap Illinois territory. 

III. Religious Control 

St. A'iator, DePaul Loyola, and St. Francis Solanns 
are Catholic; the University of Chicago, Shurtleff, 
Frances Shinier and Ewing, Baptist ; Northwestern Uni- 
versity. Illinois -Wesleyan. Illinois Woman's, McKendrce 
and Hedding are controlled by the Methodists, with 
Greenville Free Methodist. James Milliken University 
(now including Decatur and Lincoln colleges), Lake 
Forest, Illinois College, and Blackburn (self-help college) 
are under Presbyterian control; Monmouth, United 
Presbyterian; North-Western College. Evangelical; Eu- 
reka College, under the Disciples' Church; Lombard. 
Universalist; Augustana. Carthage and Pleasant View 
are Lutheran; Elmhurst. German Evangelical; Mount 
Morris, Church of the Brethren; Wheaton, Congrega- 
tional; Olivet belongs to the Holiness sect, and Knox. 
Rockford, William and \^ashti. together with the tech- 
nical institutes Armour and Lewis, are rated as inde- 
pendent. 

IV. Age and Growth 
So far as multiplication of institutions is concerned, 
the situation in Illinois would seem to be fairly settled, 
tending rather to decrease than increase in the number of 
institutions offering work. Of those listed in the gov- 
ernment table, 18 institutions were founded before the 
Civil War, 11 between 1861 and 1900, and only two insti- 
tutions of sufficient significance to attract government at- 
tention since 1901. The chart on page 28, tracing the 
growth of the principal colleges in the state for some 
twenty years, denotes a rather rapid rise during the last 
five years on the part of the leading colleges. The growth 
of the three large universities (see page 40) is even more 
noteworthy. In a list of the 20 largest universities in the 
United States as compiled by the government in 1915, 
Chicago stands first in attendance, fourth in income ; the 
University of Illinois is eighth in attendance, tenth in 

29 



income ; Northwestern, twelfth in attendance, eleventh in 
income. In fact, this tendency has become so extreme 
as to result in an extraordinary discrepancy in the size of 
institutions nominally affording the same type of train- 
ing, and is rapidly forcing to the front the problem of the 
most desirable and efificient size for liberal arts instruc- 
tion. A glance at the situation portrayed graphically on 
page 32 lends emphasis to this point. Obviously, in the 
matter of selection of courses, scientific equipment, and 
salaries for teachers, the extremely small institution is 



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30 



at a great disachantage in comparison with the extremely 
large. Distinguishing carefully between the liberal art 
students and technical, vocational, and normal students, 
and dealing simply with the liberal arts for the moment, 
since that has been regarded primarily as the field for 
the small religious institution, we find 18% of the 
liberal arts students in the state are now attending the 
state university, 57% are attending the three large uni- 
versities in the state, 33% are found in the 12 largest 
colleges, while 10% only of all the liberal arts students 
in the state are left for 19 other institutions. At least 
six institutions have academies considerably larger than 
the colleges, and in a number of others the liberal arts 
department is extremely small but surrounded by large 
conservatories of music, technical or normal depart- 
ments. Seven more have smaller academies directly 
connected wnth the college. There is some evidence to in- 
dicate, moreover, that the general tendency is for the 
large institutions to grow larger, rather than for a distri- 
bution of students to approximate 500 to an institution, 
for instance, as proposed in the scheme for an efficient 
college. 

V. Standards 

It is no part of the purpose of this survey to formu- 
late standards. We will merely record the findings of 
such agencies as do that work, and describe the present 
situation. 
A. College and Junior College : 

On page 33 is given the classification of institutions 
in the state as they are recognized by the state and na- 
tional bureaus of education and the North Central Asso- 
ciation. 

It is apparent that a distinction is there made be- 
tween the junior college and the full liberal arts college. 
In the University of Chicago that distinction seems to 
be rather administrative than educational. Aside from 
this, the North Central Association places in that class 
Bradley Polytechnic, which has 330 students of college 
grade, and Lewis, which has 429 students of college 

31 






Ill 



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33 



grade. The state department includes in addition to 
these technical institutes, three liberal arts schools, 
Frances Shimer (for girls). Monticello, and Mount Mor- 
ris. The University of Illinois committee on accrediting 
students from higher institutions places Blackburn Col- 
lege in this group. I'he extent to which public high 
schools have ventured into the field of junior college work 
is also interesting. In Chicago the Crane, Lane, and Senn 
high schools are doing technical junior college work, and 
have respectively in 1917, 188, 117 and 41 students, a 
total of 346 high school graduates, and there is some pres- 
sure to bring this work into a single building. To these 
must be added Joliet Township high school, with 90 lib- 
eral arts and 13 vocational students of college grade. 
This is the actual status of junior college work in the 
state at the present time. Its educational aspects have 
been well presented in an address by President Nollen 
before the Federation of Illinois Colleges, April 25, 1916. 



CLASSIFICATION OF 

111. Dcpt. Pub. Instr. 

February, 1916 

Recognized Colleges 

and Universities 
Armour Institute 
Augustana College 
DePaul University 
Illinois College 
III. Wesleyan Univ. 
111. Woman's College 
James Milliken Univ. 

Knox College 
Lake Forest College 
Lombard College 
Loyola University 
Monmouth College 
North Western College 

Northwestern Univ. 
Rockford College 
St. Viator College 
Univ. of Chicago 
Univ. of Illinois 
Colleges Recognized 

for One Year 
Carthage College 
Eureka College 
Greenville College 
McKendree College 
Shurtleff College 
Wheaton College 
Partiallv Recognized 

Colleges 
Aurora College 
Blackburn College 
Hedding College 
Illinois Holiness Univ. 
(Olivet) 



COLLEGES BY 
Listed by 
U. S. Bu. of Ed. 
1915 



STANDARDIZING AGENCIES 

N. C. Assn. 
1916 



.Armour Institute 
Augustana College 
DePaul University 
Illinois College 
III. Wesleyan Univ. 
111. Woman's College 
James Milliken Univ. 

Knox College 
Lake Forest College 
Lombard College 
Ijoyola University 
Monmouth College 
North-Western College 

Northwestern Univ. 
Rockford College 
St. Viator College 
Univ. of Chicago 
Univ. of Illinois 



Carthage College 
Eureka College 
Greenville College 
McKendree College 
Shurtleff College 
Wheaton College 



Blackburn College 
Hedding College 



Armour Institute 
Augustana College 

Illinois College 
111. Wesleyan Univ. 
III. Woman's College 
Tames Milliken Univ. 

( new) 
Knox College 
Lake Forest College 
Lombard College (new) 

Monmouth College 
North-Western Coll. 

(new) 
Northwestern Univ. 
Rockford College 

Univ. of Chicago 
Univ. of Illinois 



Carthage College 



Wheaton College 



33 



Lincoln College 

William & Vashti Coll. William & Vashti Coll. 

Recognized Junior 

Colleges 
Bradley Polytechnic Bradley Poly., Jr. CoH 

Lewis Institute Lewis Institute Lewis Institute 

Junior Colleges Recog- 
nized for One Year 
Frances Shimer School Frances Shimer School 
Monticello Seminary 
Mount Morris College 

Ewing College 

St. Mary's School 

St. Francis Solanus Coll. 

B. College and University: 

As between the college and the university, a working 
relationship is necessary for the transfer of credits. The 
University of Illinois in that connection sets forth the 
marks of a standard college as follows in a revised state- 
ment of October 24, 1916, and classifies institutions 
accordingly : 

Criteria of a Standard College: 

1. An enrollment of not fewer than one hundred 
students of college grade, with an average for a series of 
years of at least 25% registered in the junior and senior 
classes. 

2. A graduation requirement of four years (120 
semester hours) of collegiate grade. 

3. A minimum entrance requirement of 14 units. 
By the minimum requirement is meant the smallest num- 
ber of units with which a student may be permitted to 
begin college work, i. e., the nominal requirement minus 
the number of units of conditions allowed. 

4. A recjuirement that all entrance conditions must 
be removed before a student may be permitted to begin 
a second year of work in the same institution. 

5. Not less than eight distinct departments ni liberal 
arts and sciences, with at least one professor giving full 
time to college work in each department. 

6. A minimum educational attainment of all college 
teachers of academic subjects equivalent to graduation 
from a college of high grade and graduate work equal to 
that required for the master's degree at the University of 
Illinois. 

34 



7. A maximum of 16 semester hours per week re- 
quired of college teachers. 

8. A maximum enrollment of 30 students in recita- 
tion or laboratory sections. 

9. Buildings and equipment of the value of at least 
$100,000. 

10. A productive endowment sufficient to yield a 
net annual income of at least $10,000 available for instruc- 
tional purposes in the college department (liberal arts 
and sciences). If the institution olTers courses in addi- 
tion to the usual liberal arts course, it shall have a corre- 
spondingly larger income. 

11. A library of not less than 10,000 volumes in ad- 
dition to public documents. 

12. Laboratory equipment of a value of not less 
than $3,000 in physics ($4,000 if work is offered in advance 
of one y^ar course), $2,500 in chemistry, and $2,500 in 
biology. 

13. In addition to the foregoing specific require- 
ments, the general standards of the administration and 
faculty shall be considered. 

There is at present a measurable overlapping be- 
tween colleges and universities, both in the use of the 
title "University", and in the curriculum and depart- 
ments. While standard colleges have had neither funds 
nor inclination to venture far into the field of vocational 
or professional work, some tendencies in that direction 
are interesting. 

Of courses distinctly vocational and carried only by 
a few institutions in the general college field : 

Library Science is ofifered by the University of Illi- 
nois only ; 

Fire Protection Engineering by xA.rmour only ; 

Horology by Bradley Institute only; 

Railroad Engineering by the University of Illinois 
only ; 

Dentistry by the University of Illinois and North- 
western University ; 

35 



Pharmacy by the University of Illinois, Northwest- 
ern University and Loyola ; 

Medicine by the University of Illinois, Northwest- 
ern University, Loyola, and the University of Chicago. 

Beyond this point the offerings of various institutions 
provide a larger measure of duplication. 



C.2 



u< 



S " 
a o. 

I- X 

OW 



Northwestern Univ.. 
Univ. of Illinois. . . . 
Univ. of Chicago. . . . 
Loyola University. . . 
DePaul University.. 
111. Wesleyan Univ.. 
James Milliken Univ. 
Armour Institute... 
Bradley Pol. Inst.. . 

Lewis Institute 

Lombard College... 

Illinois College 

Monmouth College. 
Rockford College. . . 
111. Woman's College 
McKendree College. 
Wheaton College. . . 

Knox College 

Mt. Morris College. 
St. Viator College — 
Shurtleff College... 
Hedding College. . . 
Greenville College. . 

.■\urora College 

Carthage College. . . 
Frances Shimer. . . . 

Eureka College 

Ewing College 

Elmhurst College... 
.\ugustana College.. 
Olivet University... 



C. Religious Standards : 

Not many distinctly religious standards have been 
set up for ready application to higher institutions of learn- 
ing, although several churches controlling large groups 
of institutions have set up educational standards for their 
schools, and classified them accordingly. The institu- 
tions under definite church control in the state are cited 
on page 29. 

Religious life and instruction on the campus vary 
considerably. That the Y. M. C. A. and Y. W. C. A., both 

36 



RELIGIOUS INSTRUCTION 

ILLINOIS COLLEGES 

25 Reporting 

Full Time Bible Professors 
9 

Insfruefion by Part time insfruehon 

Ptesic/enf by other professors 

8 I r 

Theofogiedl Sehoo/s on Sdmpus 
I courses cpen /o //ierj/ jr/s ) 

6 

Bible required (avg.hrs.5.7) 

/n 

insfifutions 

Average Bible course offered 

19 HOURS 



Chapel Attendance 

required by 

II . 
Insfitutions 



37 



in the state and nation, are doing a strong work with 
students is evident from pages 39 and 76-77. 

Systematic instruction in Bible departments as a part 
of the regular curriculum, with an endowed chair and 
regular professor other than the president of the institu- 
tion, is a standard urged at present by a number of 
churches. The United Presbyterians are pressing that 
point most strongly for their five colleges (including 
Monmouth). From the facts on page 74, it is evident 
that not more than one in four of the Christian colleges in 
the country have qualified under that standard. The situ- 
ation for this state is presented on page 37. In the state 
university religious instruction is necessarily under a 
handicap and must be carried on, for the most part, by 
local churches and student pastors. What the situation 
is with reference to that type of work is presented on 
page 75, and it is notable that an exceedingly large num- 
ber of state university students, even in comparison with 
the number of students in the denominational institu- 
tions, express a preference for leading denominations. 

Religious instruction in Illinois institutions is un- 
doubtedly strengthened by the large number of theological 
schools connected with liberal arts, or on the same 
campus. In many cases the courses are to some extent 
interchangeable for undergraduates, serving essentially 
as a Bible department. The extent of that connection 
through location is evident from the following list of 
schools or departments : 

Divinity School of University of Chicago 

Chicago Theological Seminary (Congr.) 

The Disciples Divinity House 

The Ryder (Universalist) Divinity House 

The Norwegian Baptist Divinity House 

The English Theological Seminary (Summer only 

for non-college graduates) 
Garrett Biblical Institute (M. E.) 

(Diploma training school) 

2-year course for non-college students 
Norwegian Danish Theological Seminary 
Swedish Theological Seminary 

38 



At University 
of Chicago 



At Northwestern 
University 



VMCA 

Student DepartmentliilnoisBIS-ie 



AGENCY 

Secretaries 

Field I 
Resident 9 

Associations 37 
Budget 

^31,434 



FIELD 

Men in Schools 16,985 
Church Members 6,163 

YMCA Members 3.649 

Committee Members l,20ff 

Avera^ Attendance 
Weckl/ Meetings 1375 



RESULTS 

Volunteers 62 Conversions4l6 Joined Church 42 
at Geneva 200 
lOOat Volunteer Conventions 

Gospel ^(260 f 32S r 134 

Teams ^^ 1 Men 1 Meetings jConversions 

To Missions M,3IS. 
To Eur. Prison Camp Work ^7000. 



39 



McCormick Theological Seminary (Presbj^erian) 

Western Theological School (Episcopal) 

Augustana Theological School 

Olivet Theological School (Holiness; Pentecostal Church of the 

Nazarene) 
Sacred Literature Department Eureka College 
Biblical & Systematic Theology, Ewing College 
School of Bible, Mount Morris College 
Biblical Department } A„rora ^ 

Bible School Correspondence Institute ) 
School of Theology, Greenville College 
Theological Seminary at St. Viator College j 

The Y. M. C. A. college may perhaps be regarded as in this latter 

class. 



Really Depart- 
ments in 
Liberal Arts 






ltl>«*a.{ arts on/f- 




40 



ATTENDANCE AND RETENTION OF 
STUDENTS 

I. Choice of School 

Having- considered the supply of students in the 
state and the institutions to which they come, it is in 
order now to note the reasons why students select par- 
ticular institutions, and the extent to which they remain 
through the course. To secure the first item of informa- 
tion the following blank was sent to all the institutions 
except the state university to be checked by members of 
the present freshman class : (Numbers 1 to 10 inserted 
later to make this a key to the answers on page 43.) 

Student Blank 
Why I came to College 

1. Location of college near home ■. 

2. Family or relatives connected with school 

3. Church connection (same denomination) 

4. Influence of other students 

5. Influence of college alumni 

6. Educational standards of institution 

7. Religious life of institution 

8. Social and athletic life of institution 

9. Influence of field worker for college 

10 Opportunities for self-support during course 

(Kindly check 1, 2, 3, opposite the above in the order of importance 

in your experience.) 

Blanks were returned for 2,543 freshmen (about 60% 
of the liberal arts freshmen in the state). 

(In most instances school authorities returning the blanks indi- 
cated that while they were not absolutely complete, they were thor- 
oughly representative. In perhaps two cases, on the other hand, 
the blanks seemed to have been filled in by a few more than the 
actual membership of the freshman class. It seemed preferable to 
submit these questions to freshmen only because they had more 
recently made a selection of institutions, and their answers would 
be less influenced than those of upper classmen by continued con- 
tact with the institution.) 

It is evident, then, that we have here as accurate an 
expression of student judgment on reasons for coming 
to college as can well be secured. Tables on page 42 
present in detail for particular institutions the first, sec- 

41 



REASOIB FOH ATTEWDI:I3 PARTICULAR irBTITUTT'^N 
Blanks Filled out by Freahmen 1916-7 
iBt, 3nd, 3rd Choica Indicated. 





1 


2 


3 


4 


5 


g-- 


--I_ 


8 


9 


10 


Total 


Univerelty of Chicago 


174 


18 


i 


16 


14 


1^38 




3 




"35~ 






133 


20 


2 


43 


47 


150 


4 


23 


3 


55 






51 


19 


2 


97 


44 


51 


7 


75 


3 


67 


498 


Nor thwes tarn Univ. 


171 


15 


10 


40 


38 


148 


2 


5 


1 


20 






71 


18 


33 


84 


52 


112 


10 


33 




30 






44 


9 


33 


77 


34 


67 


33 


74 


4 


37 


440 


Illinoia College 


35 




1 


3 


3 


11 






4 


8 






5 






1 


5 


19 


3 


4 


8 


5 






4 


1 


5 


4 


7 


8 


1 


10 


6 


6 


54 


Illinoia Woman'a Crll. 


51 


33 




33 




51 


3 




11 








35 


31 




33 




38 


33 




17 








37 


13 




18 




32 


37 




15 




180 


Knox College 


58 


13 




17 


12 


89 




1 


3 


6 






44 


6 




33 


33 


63 


4 


8 


3 


13 






33 


14 




44 


31 


30 


5 


24 


4 


15 


199 


LiVJce Forest Coll-^ga 


5 






3 


1 


15 






1 


3 








1 


3 


3 


3 


3 


5 


4 


1 


3 






L 




3 


1 




2 


3 


9 


1 


4 


35 


Uonnouth College 


11 


18 


13 


3 


5 


6 


3 


1 


1 


2 






a 


8 


15 


6 


1 


9 


8 




1 


4 






4 


1 


7 


3 


3 


9 


10 


7 




7 


63 


North Western College 


13 


5 


30 


14 


9 


13 


14 


1 


2 


2 






3 


5 


30 


15 


10 


16 


35 


2 


3 


3 






1 


3 


18 


14 


6 


31 


20 


11 


4 


3 


101 


Rock ford College 


8 


1 




11 


4 


33 






1 








17 


3 




9 


2 


16 


1 


4 


5 








11 


1 


1 


8 


3 


5 


4 


17 


4 . 




60 


Illinois Wesleyan Univ 


. 60 


8 


11 


3 


7 


28 


3 


1 




8 






19 


9 


9 


33 


6 


33 


14 


6 


1 


13 






8 


3 


11 


13 


7 


31 


7 


8 


3 


16 


137 


Carthage College 


13 


4 


7 


3 


6 


33 


3 




3 


4 






9 




5 


6 


4 


16 


16 




6 


3 






7 


1 


5 


7 


2 


12 


5 


5 


7 


10 


64 


Frances Shimsr School 


19 


3 




1 


1 


14 














7 




3 


1 




19 




2 




3 






4 




1 


6 


3 


1 




10 




1 


38 


Mount Worria College 


6 


3 


10 


3 


1 


1 




1 


3 


2 






5 


2 


3 


1 


3 


5 


7 


1 


5 








4 


1 


3 


4 


3 


5 


5 




3 


1 


39 


UcKendree College 


18 




3 


1 


5 


6 


3 


2 




3 






3 


3 


5 


8 


3 


7 


4 


1 


2 


5 






3 




7 


6 


3 


5 


5 


6 




3 


40 


Shurtleff College 


13 


3 


5 


3 


3 


6 


5 




1 


5 






6 


5 


6 


3 


4 


8 


1 


3 


1 


5 






5 


3 


4 


6 


2 


6 


3 


3 


1 


5 


43 


Lincoln College 


13 


1 






1 


3 






1 


4 






5 


1 


1 


4 




5 


2 


1 




1 






1 


1 


3 


5 




5 


1 


1 






33 


Wheaton College 


8 


5 




3 


5 


3 


13 




3 


3 






6 


3 


3 


3 


1 


6 


8 


1 


6 


6 








3 


2 


3 


4 


13 


8 




3 


7 


43 


William & Vashtt Coll. 


^ 






3 




3 




3 


1 


3 


36 


Jamea Milliken Univ. 


3^ 


43 


63 


118 


83 


166 


93 


94 


ZJ 


75 


276 


Lombard College 


5 


5 


8 


6 


3 


5 




8 


6 


5 
5? 


51 

59 


Blackburn College 




















St. Viator College 






let 


3nd 




3rd 


"4 th 










Augue tana College 


17 


3 


11 


5 


3 


33 


3 






1 






6 


1 


15 


7 


4 


19 


S 




3 








3 


1 


5 


13 


5 


11 


7 


7 


3 


5 


64 


Elmhurat College 






3 


3 


3 


10 


12 






3 








1 


5 


1 


3 


6 


11 


3 









33 



43 



Olid and third choices expressed by their students. In 
order to secure the preferences in a single jucigment, the 
choices have been weighed, first choice counting three, 
second choice two, third choice one, and the percentage 
of preferences for each institution with the total number 
of students reporting presented in the following table : 
(Key to table in student blank on preceding page.) 

133456789 10 

% % % % % % % % % % 

U. of Chicago 29.0 3.9 .5 8.0 6.0 37.0 .5 5.0 .2 8.8 

Northwestern 27.0 3.5 3.7 14.0 8.7 28.7 1.9 G.O .27 5.7 

Illinois College 28.0 .3 2.5 4.7 8.2 25.0 1.6 5.7 10.6 12.6 

Illinois Woman's... 24.0 17.5 15.0 .... 27.0 8.0 8.4 

Kno.x College 25.0 5.6 .... 14.0 9.0 35.0 1.0 3.4 1.0 6.0 

Lake Forest 10.0 1.0 5.0 10.0 5.6 35.0 8.0 10.0 3.8 10.0 

Monmouth 15.0 20.0 21.0 6.5 5.6 12.6 9.0 2.8 1.4 5.9 

N. VV. College 7.0 4.6 24.0 14.4 8.7 15.0 18.0 3.0 2.6 2.5 

Rockford College... 20.0 3.0 .3 17.0 5.5 40.0 1.8 7.0 5.0 .... 

III. Wesleyan Univ. 32.0 6.0 8.0 8.8 5.0 21.0 5.5 3.0 .7 8.8 

Carthage College... 17.0 3.4 9.4 0.6 7.0 30.0 12.0 1.0 7.4 7.0 

Fr. Shinier School.. 36.0 4.0 2.4 5.0 3.0 40.0 .... 7.0 .... 3.4 

Mt. Morris IS.O 6.0 20.0 8.6 5.0 10.0 11.0 2.9 12.6 4.0 

McKendree 26.0 2.5 11.0 11.0 9.0 15.7 8.0 6.0 1.7 9.0 

ShurtlelT 22.0 9.0 13.0 7.8 7.8 16.0 7.8 2.4 2.4 12.0 

Lincoln 38.0 4.8 4.8 10.0 2.4 20.0 4.0 2.4 2.4 11.0 

Wheaton 15.0 9.5 2.5 5.4 6.6 13.7 26.0 .8 10.0 10.0 

William & Vashti. .. 72.0 5.5 .... 8.0 .... 5.5 2.8 5.5 

J. Milliken 21.0 4.4 6.4 12.0 8.5 17.0 9.6 9.8 2.8 8.0 

Lombard 10.0 10.0 15.7 11.7 4.0 10.0 .... 15.7 11.7 11.7 

Blackburn 100.0 

St. Viator 1st 2nd 3rd 4th 

Elmhurst 1.6 15.0 5.3 10.0 27.0 33.0 4.0 .... 3.2 

Augustana 17.7 2.4 18.0 11.0 6.0 32.0 6.7 2.0 2.0 2.0 

Per cent for 

all institutions 23.0 5.5 5.6 11.0 6.8 27.0 5.5 5.1 2.5 7.3 

A. Comparison of Institutions : 

As between the different institutions, it appears that 
the universities, together with Knox. Lake Forest and 
Rockford, seem to have impressed prospective students 
with their educational standing; that North-Western Col- 
lege, Monmouth and Mount Morris draw more strongly 
than others by reason of the church connection. Colleges 
drawing through the religious life of the institution in- 
clude in the first rank of percentages Elmhurst, Wheaton, 
North-We.stern College, Carthage and Mount Morris. No 
one school stands out with exceptional proportions of 
the freshman class to be credited to the influence of 
alumni or other students. Blackburn, of course, leads 
absolutely in securing students through the opportunity 
of self-support during the course, since it is a self-help 
college. This is practically a negligible factor in the 
field of women's colleges. Column 1 on the location of 

43 



the college near home offers striking corroboration of the 
study of geographical distribution of student bodies re- 
ported on page 6. It is evident that the colleges depend- 
ing most largely on church connection and religious 
influence, Elmhurst, North-Western College, Wheaton, 
Monmoutli and Mount Morris, secure a smaller propor- 
tion of students from the locality of the school. 

Adequate analysis of the situation as between the 
drawing power of different institutions indicated above 
is somewhat vitiated by the fact that we are talking in 
percentages. A percentage of 20% or 30% in a school 
of 70 to 100 students is far less significant than an equal 
percentage in a school of 2,000. In compari-ng the total 
number of freshmen in the state, however, reporting the 
various reasons assigned for attending a particular insti- 
tution, the use of percentages is thoroughly valid. 
B. Comparison of Reasons for Choice: 

The influences most important by far in the minds of 
freshmen drawing them to particular institutions are first 
the educational standing of the institution, and second, 
its location. In fact, these reasons together Aveigh as 
heaxily as all other reasons combined. No other assign- 
able reason for attending a particular college approaches 
these two. The reasons assigned in order beyond this 
point are as follows: 

Student influence 11.0% 

Opportunity for self-help 7.3% 

Alumni influence 6.8% 

Church connection 5.6% 

Religious atmosphere of school 5.5% 

Family connections (this seems to have been misunderstood 

by some students) 5.5% 

Social and athletic life 5.1% 

Influence of field workers 2.5% 

The inferences logically deduced from these premises 
are indeed startling. Either athletics as a drawing power 
have been tremendously overestimated, or freshmen have 
hesitated to be candid on that point (a considerable num- 
ber put that as third choice), or we have reached such a 
high degree of athletic and social parity in our institu- 
tional life that students are unconsciously influenced by 

44 



that factor. The field worker for the college, unless he 
has been so skillful as to secure students without their 
realizing that he was a factor, seems to have passed from 
the field of real importance in recruiting students. Un- 
doubtedly the high school principal has largely taken his 
place in that respect, and it is assumed that the activity 
of the teachers in securing students for their alma mater 
is scheduled under alumni influence. The day in which 
church connection can be said to operate strongly in 
guiding students in the selection of colleges seems also 
to have passed. This is especially noteworthy in con- 
nection with this table, as the great majority of institu- 
tions here cited are either legally or historically related 
to the church. As a side light on this point it is perhaps 
desirable to cite a recent study from the denominational 
standpoint by the United Presbyterian Church, which 
includes Monmouth and has an exceptionally high ratio 
of students attending its colleges by reason of church 
connection. The Board of Education estimates "that be- 
tween two-thirds and three-fourths of the Presbyterian 
young people in institutions of higher education are 
attending colleges and universities outside the church". 

Reasons Given by Ministers for Students Not Attending 
Our Colleges 

Proximity of other schools 506 

Special courses desired 180 

Prestige of certain other schools 150 

Superior equipment in certain other schools 143 

Less expensive at certain other schools 128 

Influence of students in other schools 117 

Advantages of our schools not presented 144 

Lack of denominational loyalty 91 

II. Student Mortality 

It is a serious and common mistake to treat the loss 
of students during the college course as though it were 
a phenomenon of higher education only. It is peculiar 
neither to higher institutions of learning, nor to Illinois 
among other states. The tendency begins in the lowest 
grades of the common school, and it is reasonable to sup- 
pose that as the social pressures become more numerous 

45 



HIGH SCHOOL and 
COLLEGE MORTALITY 




Col Figures , 93 Colleges Reporting 

A Col over 500 studarfs (n) 

6 Col 300-500 students (25 J 

A Men (All colleges) 

B. Women ( ) 

H.S. Frgures based on 310,69+ to 430,280 stud 

A »S. C/^ss entered I90607, 

Orddujted IS09 ID 

Q HS C/dss entered /SOS ap 
Gtiduatea /Sil - /2 

C MS. C/dSS. entered 1910//. 
Gr^duiih-J I90 I* 

/tS Class entered 1909 o, 
ffradusted I9I7 13. 

EMS Class, entered I90J08 
Gratified /9/0-II- 



46 



with the age and development of the student the rate of 
loss would increase rather than decrease. 

A. In Grades: 

The estimated enrollment by grades in public ele- 
mentary schools for 1914 showed an extreme falling off 
in the higher grades for the United States as a whole. 
The retention of students in the north central states is 
somewhat above the average for the nation. 

(This ratio, however, should be qualified by the statement that 
about one-half of those in the first grade are retarded rather than 
new intrants.) U. S. N. C. Div. 

First grade. . . 23.5% 20.4% 

Grades 1 to 4 inclusive 65.5% 60.6% 

Grades 5 to 8 inclusive 34.5% 39.4% 

Eighth grade 6.36% 8.48% 

(Rpt. U. S. Comm. Ed. 1916, Vol. II, p. 18.) 

Even in the north central states it is evident that of 

five students who start in the common schools only two 

finish. 

B. In High Schools: 

A similar tendency is found in the high schools. The 

per cent of students held to the senior year is somewhat 

higher than in the grades and is increasing, but it is by 

no means large. 

Freshman Sophomore Junior Senior 

Total high school 1907-8 43.36% 27.14% 18.22% 12.28% 

"850,010 students reporting" 

Total high school 1914-15 40.22% 26.68% 18.67% 14.43% 

"1,476,078 students reporting" 

(U. S. Comm. Ed. Rpt., 1916, Vol. II, p. 448.) 

Throughout this period the retention of students in 
private high schools is uniformly higher than that in the 
public schools, ranging from 17.61% to 18.43% in the 
senior class. 

A somewhat more accurate figure is secured when 
the same class is followed through from year to year. A 
study for the entire country indicates that of those who 
entered the high school in 1906-7, and were seniors in 
1909-10, 407p remained. Of the next class 37.9% re- 
mained ; the following year 39.6% remained ; 38.8% were 
seniors in 1912-13 and 39% in 1913-14. (Rpt. U. S. Comm. 
Ed. 1913, Vol. II, p. 8.) 

47 



SniDBIT MORTAllTYcM^ieodstudy) 

31 mstitufions; classes /909S/^/yfc/(/s/ye 



*y»v 




48 



Tables compiled by the Nt^rth Central Association 
in 1915 give the per cent of students in high school years 
by states. These are based on reports from 765 schools. 
For the freshman class the percentages range from an 
average of 35.v3% in Indiana to 44% in Missouri. The 
proportion of seniors ranges from 12.8% in Missouri to 
17.2% in Indiana. Iowa and Nebraska. For the corre- 
sponding year Illinois had 39.2% freshmen and 15.2% 
seniors. The general average for the Association was, as 
compared with the United States in 1913-14: 

Freshman Sophomore Junior Senior 

38.1% 26.5% 19.5% 15.9% 

41.0% 27.05% 8.5% 1.3.45% 

The superiority of the Association school in retaining 
students is prol)abIy accounted for l:>y the fact that it 
represents selected high schools in the north central 
states. 

The same association, tracing through the 1913 class 
from entrance to graduation, found that of 9,172 students 
dropping out 48.4% left during the first year, 31.3% dur- 
ing the second year, 17.6% during the third year, and 
only 2.7% during the fourth year. That is, nearly 80% 
of those dropping out left before the junior year. 

In 1914 the Illinois Bureau of Public Instruction (p. 
96, School Report) reported the loss of students in the 
three and four year high schools, tracing each class from 
entrance to graduation. The per cent remaining to grad- 
uate varied from 34.8% in 1907 to 35.4% in 1912. The 
average for six year period was 35%. 
C. In Colleges: 

Considerable attention of late years has been given 
to the subject of student mortality in higlier institutions 
of learning. This is especially significant for those insti- 
tutions which are failing to hold upj^er class students. 
An examination of the retention of students in 93 col- 
leges by the United States Bureau of Education in 1911 
showed that for colleges of over 500 students (25 enroll- 
ing above 500, 27 from 300 to 500 students) out of the 
freshmen entering 76% remained as sophomores, 57% as 

49 



juniors, and 46% as seniors (see chart, page 46). Those 
schools enrolling between 300 to 500 students retained 
median percentages of 66%, 52% and 46%) respectively 
for the three following years. "For colleges having 300 
to 500 students the elimination from the freshman and 
sophomore classes is somewhat greater than we find in 
the larger institutions, but the per cent of seniors re- 
tained is the same in both cases." As between men and 
women a comparison follows : 

Freshman Sophomore Junior 

Men 100% 71% 55% 

Women 100% 65% 44% 

Stadent mortality 

Classes I909-I9IV mcl. (/n<Z4e<id sMy ii\delAi|) 



90 



go 



si 



/» 



Senior 
50% 

42% 



■^r So. Jr. 


Sr 


\ \N\ . Y>dii^^^^^'^^ 




W \\\\i^^^^^^^^''^ \^ 




\\ \\ ^^ 


^ 


W vx^ \ 






















50 



"Probably the more interesting tendency indicated 
by these figures is the relatively small elimination in the 
last half of the course. Of twenty men entering the col- 
lege we may expect to find fifteen of them in the sopho- 
more class, twelve in the junior class, and ten in the 
senior class." The exact distribution of these 93 institu- 
tions, other than the statement that they are regarded as 
representative, is not disclosed. However, the findings 
undoubtedly should be cjualified somewhat by later and 
more intensive studies in the middle west. 

Analysis of the net loss of students in 31 selected 
institutions was ])resented last montii by Dr. McLeod of 
Beloit College. He chose only well known and well 
established institutions in the north central states, and 
bases his conclusions on averages for the years 1909-14 
inclusive. (See chart on page 48.) The McLeod figures 
indicate a loss of students considerably greater than that 
of the earlier and more extensive government study. 
They show a very much higher retention of students in 
the university class as against the government figures 
for schools above 500. The proportion of women retained 
is higher than that of men in the McLeod report. This 
variation from the previous study may be accounted for, 
perhaps, by the inclusion of ten women's colleges in the 
government figures. The most noteworthy features of 
Dr. McLeod's investigations are a loss of students in 
course far greater among western than eastern institu- 
tions, a greater retention of students in universities (this 
is partly accounted for by the entrance of students into 
upper classes, as this is a study of net loss), a per cent 
of loss greater among men than women. The detailed 
figures on page 50 give the comparative status of a num- 
ber of institutions on the general question of student 
loss. Scattering reports from ten other institutions seem 
to confirm the general conclusions arrived at in the study 
by Dr. McLeod. 

These various presentations of the subject aft'ord us a 
background against which the studies so far made in Illi- 
nois can be presented more intelligently. Taking simply 

51 



STUDY BY 
PRESIDENT HARKEFL 



Student Mortality (13 Illinois Colle^) 







(909 D 
1910 £ 



52 



the diiBtribiition of students in classes in Illinois institu- 
tions for 1916. it appears that 43.^% on the average are 
in the freshman class, 24. 2^0 sophomore, \7.l% junior, 
14.9% senior. No marked distinction is noticeable as be- 
tween the distribution of students in the three large 
universities and other institutions in the state as a whole. 
This, however, gives us only a rough estimate of the 
distribution. A very careful study of actual loss of stu- 
dents in thirteen institutions was made by President J. 
R. Harker of Illinois Woman's College, and discussed in 
his address to the Federation of Illinois Colleges, April 
26, 1915. This was a follow-up study of students actually 
returning (in contrast with the study of net loss by Dr. 
JMcLeod), and returns were made by the following insti- 
tutions : Augustana, Carthage, Eureka, Greenville, Hed- 
ding, Illinois, Illinois Woman's, James Millikin, Lake 
Forest, Lombard, Monmouth, North-Western College 
and Shurtlefif. A great variation in returns was evident, 
one college losing only 43% of the freshman class in the 
entire course, another losing 92%. The tendencies por- 
trayed in the chart on page 52 covering the classes enter- 
ing in 1906 to 1910, inclusive, indicate an average loss far 
more serious than that presented in the McLeod study. 
(Some of this loss undoubtedly is accounted for by the use 
of the follow-up method which does not include admission of new 
students to upper classes or those falling back in the course as 
does the net loss method. The follow-up method is preferable 
from the standpoint of retaining students for a continuous course; 
from the standpoint of maintaining general attendance and class 
distribution of students, the net loss method is satisfactory.) 

Only a few returns were made showing the present 

situation in contrast with that reported by President 

Harker ; these are included here but are too fragmentary 

for generalization. 

Average Loss 3 

Classes Grad. in Fr. 

1915-17 incl. North-Western College. 100% 

1915-17 incl. Wheaton 100% 

1915-17 incl. James Milliken 100% 

1915-17 incl. Knox 100% 

1915-17 incl. Lake Forest 100% 

1914-16 incl. 111. Wesleyan 100% 

1914-16 incl. Northwestern Univ 100% 

1914-16 incl. Hedding 100% 

1913-15 incl. Carthage 100%) 

53 



So. 


Jr. 


Sr. 


80.0% 


63.8% 


66.4% 


61.7% 


56.4% 


46.1% 


51.8% 


30.0% 


28.6% 

46.82% 

37.85% 


55.7% 


36.2% 


44.3% 


89.0% 


49.2% 


44.5% 


59.5% 


36.0% 


39.0% 


66.2% 


48.6% 


52.7% 



Setting the record of loss of students in higher edu- 
cation over against that in secondary and common 
schools we find a gradual increase but no very appre- 
ciable difference in the curve of mortality. An exceed- 
ingly important contribution to this subject yet to be 
made lies in the careful analysis of causes all along the 
line by age, types of institution, and courses. Some gen- 
eral progress has been made on this point. President 
Harker set dow^n the causes of student defection : 

1. Financial inability to remain at college. 

2. Poor preparation and inability to do college work. 

.3. Universities, technical and professional schools drawing 
from smaller colleges. 

4. Lack of desire for complete course. 

Tn discussing this subject at the annual meeting" of 
the Association of American Colleges. January 13, 1917, 
President Eaton of Beloit College developed the first 
three especially in the light of local experience. Of 116 
students leaving Beloit during the year 1915-16 and at 
its close, poor scholarship accounted for 40, financial and 
family reasons for 33, illness for 4, and the drawing power 
of technical and professional courses in universities 39. 
Loss of men is far heavier than of women. Lake l^oresl 
College reports the analysis of losses for the last seven 
years as follows: Due to poor work, 51; illness, 30; 
financial or family reasons, 98 ; business, teaching, or 
other work, 86; transferred to other institutions, 118. 
This gives us substantially the same relative emphasis. 
While the problem of universities is not so serious, those 
that have discussed this point offer ample confirmation 
of the above explanations. Purdue University (Pres. 
Rpt., 1914-15) stresses the fourth reason assigned by 
l^resident Harker. "Approximately one-half of each class 
entering the university does not continue to the comple- 
tion of the course. The reasons are numerous, including 
lack of funds, inability to do the work, change of plan, 
etc., but the greater number of such cases may be traced 
to a lack of definite purpose. Too many students enter 

54 



college without a proper conception of the requirements 
or ideals. They lack persistence and soon give up." As 
between different courses, the loss at Purdue ranged from 
51% in engineering, 42.57o in science, to 35.7% in agri- 
culture for the class graduating in 1915. During the last 
nine years the annual per cent of loss at the close of the 
freshman year for Miami University has been 31.2%, with 
a somewhat lower ratio since 1914. The main reasons for 
withdrawal in 1915-16 were poor scholarship and financial 
or family reasons. The reasons assigned by Northwest- 
ern University for students dropping out between 1913 
and 1915 from the liberal arts department were : 

To enter other schools of this university 40 

To enter other colleges or universities 53 

Illness 19 

Low scholarship 71 

Financial or unspecified reasons ? 115 

It appears, therefore, that loss to professional schools is 
not limited to colleges alone. 

What proportion of students leaving a particular col- 
lege continue on in the liberal arts in a university may 
roughly be estimated from university figures on new 
intrants. The University of Chicago had in the senior 
college in 1915-16 58 students wdio had done work in other 
colleges of liberal arts. Of students entering the Univer- 
sity of Illinois as undergraduates in 1911-12, 343 came 
from other universities and colleges, 54 of these from 
colleges in the state. In 1912-13 the figures were respect- 
ively 341 and 47. Northwestern University received 137 
by transfer from other institutions into its liberal arts 
in 1913-14, and 159 in 1915. The latter number included 
42 from other colleges in the state. It is evident that so 
many leaving colleges give up liberal arts training alto- 
gether that to trace them further than in this general 
way would be exceedingly diflficult. 

55 



PROFESSIONAL DISTRIBUTION OF 
GRADUATES 

It is not to be supposed that mere quantitative meas- 
urement of the college product offers more than a partial 
estimate of the comparative worth of institutions. Never- 
theless, the direction in which men of college training are 
turning in after life is clearly shown by their choice of 
professions. 

In 1912 the statistics of Z7 institutions, east and west, 
25 of them universities, including the largest in the coun- 
try, were collected with reference to professional distri- 
bution of alumni. All professional schools were excluded 
and only collegiate departments reported. Probably the 
conclusions reached represent the main educational ten- 
dencies toward professions, although it cannot be said 
that the small college is fairly represented in the totals 
recorded. As this study covered the entire nineteenth 
century, the conclusions reached have a broad basis in 
fact. The following tendencies were disclosed : 

1. Teaching, as a result of a phenomenal rise during a quarter 
of a century, is taking 25% of the graduates, or about 5% more 
than any other profession. 

2. Commercial pursuits, after an almost equally phenomenal 
rise, are taking about 20%. 

3. Law, although taking one-third of the graduates at the be- 
ginning of the century, takes but 15% at its close. 

4. Medicine takes between 6% and 7% and has manifested a 
slight tendency to decline. 

5. The ministry takes between 5% and 6%, which marks the 
lowest point for that profession during the two and one-half cen- 
turies of American college history. 

6. Engineering pursuits, after a slow but certain rise, take 
between 3% and 4%. 

Northwestern and Chicago universities were repre- 
sented in the group of institutions from the records of 
which these tendencies were deduced, but no separate 
conclusions for those particular schools were scheduled. 

56 



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57 



Only with difficulty has it been possible to secure for 
representative institutions in Illinois any parallel set of 
facts touching the occupations of liberal arts graduates. 
Most schools which keep alumni records do so for per- 
sonal reference rather than for critical examination of 
what their alumni, as a group, are doing in the world. 
Indeed, automobile factories and similar organizations 
know far more about the relative efficiency of their prod- 
uct, particularly the average output, than do colleges. 
Tables here presented give us the most complete state- 
ment possible at this time for Illinois institutions and 
suggest some observations as between different types of 
schools. (See page 57.) 

For the University of Illinois the only figures avail- 
able cover all departments. Omitting miscellaneous 
choices and taking simply the percentage as between pro- 
fessions recorded (see chart page 57), 32% are in busi- 
ness, 287() teaching, 15.57o farming, 13% in engineering, 
6.5% in law, 3% in literary pursuits, 1.5% in medicine, 
and 5% in the ministry. (This is not the per cent of total 
graduates, but the per cent of the professional choice 
reported.) Calculated on the same basis, the University 
of Chicago reports 60% teachers, 15% in business, 9.4% 
in medicine, 8% in law, 2.6% in the ministry, 2.5% in 
literary pursuits, and 1.2% each in farming and manufac- 
turing. The graduates reported from Northwestern 
University are 35% teachers, 11% lawyers, 22% 
ministers, 16% in business, 4% in literary occupa- 
tions, 1% in engineering, and 5% in medicine. It is ap- 
parent, therefore, that the universities in the state are 
turning out a very high percentage of teachers, a large 
proportion of business men, and a comparatively small 
proportion of all other occupations. Although the com- 
putation is made on a slightly different basis, these cal- 
culations are thoroughly in harmony with the govern- 
ment study reported for the universities the country over. 

Turning now to the colleges, in comparison with 
this university record, and averaging those reported on 

• 58 



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59 



page 57, we find the distribution, analyzed in the same 
way, to be as follows : 

Teachers 27.1% 

Ministers 23A% 

Business 20.0% 

Law 12.4% 

Medicine 7.7% 

Farming 6.4% 

Literary pursuits 1.8% 

Manufacturing 1.2% 

In so far as these tables are representative of the 
two types of institutions, it is evident that the college 
turns out a much larger percentage of ministers and farm- 
ers, but that there is no great distinction in the propor- 
tion turning to other occupations. Just how much of 
this record may be ascribed to the earlier tendencies of 
the last generation is partially indicated by distinguishing 
between the period before 1900 and that following (see 
chart on page 59. The professional distribution for the 
institutions noted is as follows : 

Before 1900 After 1900 

Ministry and missions 16.4% 5.4% 

Teaching 31.0% 44.5% 

Law 15.2% 6.1% 

Medicine " 7.5% 6.8% 

Farming 4.8% 2.7% 

Manufacturing 1.1% 1.7% 

Business 16.2% 11.9% 

Literary 4.0% 2.0% 

Engineering 4% .6% 

Miscellaneous 14.0% 18.3% 

These figures, including as they do the column of 
miscellaneous occupations, leave a smaller percentage to 
be distributed among other groups. We must also re- 
member that a smaller proportion of alumni have defi- 
nitely settled on their occupations since 1900, as compared 
with the earlier period. With these two qualifications it 
is fair to set one period against the other as indicating 
a tendency toward or away from any particular profes- 
sions, and it is notable that the proportion of teachers has 
greatly increased, while the proportion of lawyers and 
ministers has noticeably decreased. (It is not likely that 

60 



these figures are greatly modified by the rise of co-educa- 
tion, as they are not based on total alumni, but only those 
indicating a profession.) 

In a peculiar sense the problem of ministerial supply 
aflfects both the church and Christian college and calls 
for closer examination. We have already found that the 
proportion entering the ministry from larger institutions 
declined steadily from 1840 to 1900. At the later date it 
accounted for only 5.9% of the total graduates and was 
surpassed in numbers by teaching, business, law and 
medicine. This does not mean that the absolute number 
in the profession has declined. In 1875 there were 5,234 
students in theological seminaries in the United States. 
This number increased to 5,775 in 1880, 7,013 in 1890, 
8,009 in 1900. and 9,806 in 1910. Not all of these, how- 
ever, were college trained men. (U. S. Comm. Ed. Rpt., 
1889; Study by Presbyterian, U. S. A. Bd. Ed.) The 
Presbyterian Church reports as to its own theological 
students that state institutions furnished 6%, Christian 
universities 8%, and Christian colleges 70% during this 
period. This represents a high percentage of college 
training. On the other hand, the Methodist Episcopal 
Church, South, on the basis of reports from 3,517 minis- 
ters, finds that only 26.22% were college graduates and 
5.5% theological graduates. (Study by Dr. R. H. Ben- 
nett, 1914.) Taking the college education by decades, 
the proportion of graduates had risen to 28.6% in 1890- 
1900, and fell again to 22.5%> for the past 14 years. It 
seems undoubtedly true that the colleges in contrast with 
the universities are supplying the bulk of the ministry. 
The contribution of colleges to the ministry is declining 
relatively but increasing in absolute numbers. 



61 



RESUME 

From the mass of facts here presented it may be 
desirable to select those which are of particular signifi- 
cance and to bring them together so that their full force 
and relationship can be estimated. 

1. More than half the liberal arts students in the 
state attend an institution within fifty miles of 
home. 

2. Illinois draws students very largely from outside 
the state (30%), mainly from the west. 

3. From 1600 to 1800 Illinois students go to other 
states for liberal arts training, mainly to the east. 

4. Enrollment in the common schools has practic- 
ally reached its limit in the age population and 
increase is comparatively small. 

5. Secondary schools, both state and nation, have 
increased in attendance at a tremendous rate and 
are still increasing. 

6. The number of high school graduates in Illinois 
eligible for college has practically doubled in 
eight years. 

7. About one-third of those graduating from high 
school enter college. 

8. There are more students in the state university 
expressing preference for leading denominations 
than there are students of those denominations 
in their own church schools respectively. 

9. Only one-fourth of the students in the state ex- 
pressing church preference are in their own de- 
nominational schools respectively. 

10. Cities of over 50,000 send a larger proportion of 
eligible students to college than do smaller towns. 
63 



11. Illinois has 37 institutions doing work of college 
rank in the state, in addition to normal schools 
and junior colleges connected with high schools. 

12. There is an excessive overlapping of college ter- 
ritory in the state, indicating poor distribution 
of institutions. 

13. There are 17,718 students of college rank (all 
graduates of four-year high schools) in the state 
doing full work ; 

9,233 in liberal arts, 
5,166 in technical courses, 
3,319 normal. 

14. A careful estimate indicates there will be about 
22,000 college students in the state four years 
from now, an increase of about 4,300. Perhaps 
2,500 of these will be liberal arts, and of that 
number the larger institutions will get the great- 
est share. 

15. Of the liberal arts students 18 per cent are in 
the state university. 57 per cent in three large uni- 
versities, Z?) per cent in 12 largest colleges, only 
10 per cent in 19 other institutions. 

16. Junior college work has not as yet assumed 
numerical proportions seriously afTecting reg- 
ular college. 

17. Private high schools and academies have ceased 
to play an important part numerically, either in 
state or nation. 

18. No clear line of distinction exists as between uni- 
versity and college, the latter including, in many 
cases, departments duplicating university work. 

19. A large number of divinity schools, in many 
cases connected with colleges, strengthen the re- 
ligious life on college campus. 

20. Freshmen in the state report choosing institu- 
tions primarily because of location and educa- 
tional standing, only slightly because of church 
connection, athletics, and other factors. 

63 



21. There is a fairly steady loss of students through- 
out the entire school system from first grade to 
senior year in college. 

22. Student mortality in college is greater in the 
west than in the east, among men than among 
women, greater during first two than last two 
years of the course, greater among colleges than 
universities. 

23. In the last century a larger proportion of uni- 
versity graduates have gone into teaching and 
commercial pursuits, and a smaller proportion 
into law, medicine, and especially the ministry. 

24. This is substantially true for Illinois universities 
at the present time. 

25. This is substantially true for Illinois colleges as 
before and after 1900, but the loss in the ministry 
is not quite so great. 

These and other more detailed- facts here included 
have a considerable bearing on problems of college ad- 
vertising and administration, but it is possible to deduce 
more than a mere scattering of conclusions, and to see 
in this material a definite relationship of some importance 
both to church and school. 

Undoubtedly the college is no longer the purely in- 
dividual institution of two generations ago, but it has 
been swept into great educational currents which it can- 
not safely ignore. It is a part of an educational system, 
and in the last analysis it will stand or fall with the 
nature of its contribution and relationship to that system. 



64 



GENERAL CHARTS 



4. PER CENT AHENDING SCHOOL IN THE TOTAL POPULATION 
AND IN CERTAIN CLASSES 6 TO 20 YEARS OF AGE: 1909-10 

AGE 
_S 7 e S 10 II 12 13 14 I& 18 IT IS 19 20,. _ 



eo 



10 











NATT 




























'**^~v 


1? 






















V 






^"^ 


















/// 


y< 












\ 












1 


// 


























f 






V 


<. 


^•^ 




■ 


iv 












/ 






/ 










V 












/ 














\ 




\\ 










f 


1 


/ 












\ 


\\ 










' 


1 














\ 












. 
















\ 


\ 

\ 


\\ 








/ 


















\ \ 

\ 










/ 


















\ 


\ V 


1 






/ 




















\ 


\\ 




























'v^ 


























\ 


\ \ 
*\ 


























\ 


V 


V 


^ 






















> 


\ 


\ 


























\ 


.. 






























^•x 



9 7 8 e 10 U I 



2 13 I 
AGE 



4 16 16 a 18 19 20 



G5 



EDUCATIONAL PROGRESS 

IN THE UNITED STATES 



1877 



1913 



;^;F1 Professional Schools [^ 



f 5.737 



27,765 



9S.4-35 



Universities j-7«/ Colleges 
Normal School Enrollment 

High School Enrollment 



202,231 



94,^5 



1,283.000 



^198.554384 



School Property 



* 1.345, 1/6.371 



8,965,000- 



School 
Enrollment 



/3.523S58 



H 025.8OO 



School 
Population 



25,499.023 



.46 //2. 100 



Rjpuat'ion 



97/63330 



SCHOOL SYSTEM 

IN UNITED STATES 



1913 - 14- 



Grades, High Schools 
Colleges and Universities 

(Attenddnce indicdted by m/ume) 



f" SO ^^M^Kt 



ei6Hrn GHAoi 




67 



GROWTH of AHENDANCE 

pmicand Private HighSchools 



i>f iM- !>' iO '-' 





"^ 
























"P 
i 






















'.3JCi.\v 
























i 


























IJ 


























iMi 


,7l^i.'. ',-.■, J 
























H 


AX'.MO 
























Kl.'^'.l-' 



































A 






b'ClW^'c! 














A 




soaooo 










^ 




■ 


^H 


-fOP.OOO 






A 




■ 


^H 


300000 
700.000 

loo. ooc 


\ 


\ 


1 




1 


1 


1 

-ef/r^. 


1 


r 


7/7dJ4c^(^yn/f's 



68 




71 



COMPARATIVE GROWTH 

of pyWic art Private ColleqesaitiUniversities 

( College and Resident Orjduate Students ' 



7iS,xo 


^ ^^ •" : -1 '=— 1 — \ — r~^-~ 

1 1 , 1 ' 

1 


700,000 

ns.aoo 


— 


— 


J 

r 
1 


ISO,00C 


— 


— 


^ Pi/ei/c 


I25.COO 


__, 


y/ 


//VST/TZ/r/C/V^ 


■75,000 


y 


— ^-^ 


Hk. i 


,«■■«' v> 




r^~1I^H 


BV 


:.\'i.u> 




V 
_L -^— 


^B - 'i 



73 




73 



RELIGIOUS INSTRUaiON 

1915-6 

203 Colleges Reporting 
38 Methcfdfst 21 Presbfter/an 25 Bdptist 

35 Scdtten'ng 9 Lutheran 69/^on-Seetar 

Endowed Bible Ghairs 

33 

Full Time Bible Professors 

(/ohrs.perwk) 51 avge course ^2.7 hrs. 

Part Time 52 - - //.3 - 

Scdttered DepaHments 35 - - 3.8 - 

Instruction by f^esident 2f - -/?./- 

Bible Required by 138 Colleges 

i hours or less H- Oolleges 

5or6 - 25 

8 ■ 46 - 
werS ■ 14 ' 

Bible Offered 

Avg. Offer/ng (7Co//eges) 50 hours- /ndepts.of 

Biology - Onemistry- Greek.- Ldtin-En^/ish 
History- Pol/tiedlSeienee - Mdthemdties 

Only 14 of 203 offer 50 hours in Bible 
59 offer 8 hours or less. 



74 



REUGIOUSWORK 



STATE IMSflTUTIONS 

Capital I9l3-f^ £nrof/mefit 

Hi, 293, 3 IS . /50,000 

Faculties 

41 Universities 

Bible aassT^dchers 502 
Churc/i Officers 726 
Members or Attending 4,073 

Student Preference 

fyfrtist 6,289 lu/herjn 3,504 
Cc>ngreg3iiond 1 6,2)50 A1ettkxf/if 19,480 
Chnshdn 4019 /9ps^yten<^n B,406 
Epicopal 6,261 C}tho//c 5, Ml 
fn'encfs 288 Unitdnan 666 

Germnl^efcirm 341 Mfec/Brettl. 392 
Hebrer^/ 1.095 bh//ed Presb 234 

Offxrs 8,380 Mj ftefemoe 28,337 



25 of SI 

offer no 

subjeefs. 

26 offer 
SCdttered 
courses. 

(SMtnts6fDl07) 



3335 sfi/dents 

(4/iprt. /9i3-l't ) 

un/fed with 
/ocj/ c/ivrches. 

45S preparing 
for ministry. 



Throi/gh 
looal Qtwreti 

Congregational 

fpiscopal 

f^tyttnan. 

Unirarian 

Methodist- 



row L /08,982 



SMvrf ibsfor 



Work by Churches 

Sii/o^-nt <y?dp€l 
Baphsf 21 

/hsb/tendfi 3 
Li/tfieran I 
fy>/seop3l I 
Qjffiol/c /3 
O/sap/e S 
'Cangreg'l I 
MetfHXfisf 3 



IS . 

l/niversif/es 
Ao/d no 
Chdpe/ 
Serv/ee 

,8 . 
l/niversmes 
credit yvor/c 

at . 
Bib/e Cfia/rs 

2JS9 s/ude/jis 

T/2/is^- I9IS-/6) 

t/n/'/v/T yvifb 
foot/ e^t^vttes 

347 preparing 
fir m/nisfry. 



Presby. 
Episccp. 
Cfftf)oli'e 



II 
4 
S 



Bibk C/air 

cr Courses 

/hsJ>yt. S 
Episc. I 
Disc/pies 6 
Qyjgr / 3 
Me^od/s/ 2 



C/Ss and 
Pormifon'es 

Episcopal H- 



75 



Y.W.CA. 

NORTH AMERICA 



FIELD 

Kl,292 Women Students 

AGENCIES 

SI . 23 , 

Resident Secretaries Trdyeling Secretdnes 

72J Associations /2 Buildings ^201.456 Budget 
WORK 

33S6 939 /9332 

Missiondrf Meetings Mission Study G/dSSes Religious Meetings 

1039 227 

Bible Classes Social Problem Classes 

RESULTS 

To Foreign and Missionary mrk Study /ng Miss/ons 

f 4-9.32^ (3.629 

61,569 2QS/6 //7 B/ble G/dSses 

Members /9.618 in Sunday ScM Classes 

78.709 3.681 

jf/erage attendance Studying Social Problems 

Cummunity Sery/ee Summer Canip Delegates 

310 /issn. 3.108 

Thrift C/ubs 
fo.ooo Members 

Prison Camp Fund 



78 



YMCA 

NORTH AMERICA 



, 7607 in 
Social Service 

3,316 Studying 
Social Problems 

8,506 in Mission Study 
t73,476 to Missions 

35,365 in Bible Classes 

16,4^ on Committees 
18,056 Meetir^ - ^feeklyAtt. 30,965 , 
^377282 Buc|^ - ActiveMembers 42,012 
96376 Church Members -YMCA Members 7Z.848 
199,913 Students in Inslitutions 



77 



CHURCH MEMBERSHIP 

in United States 



Population of United States t^y Church Membership 1906 




Ratio of Protestant C- /:'■ \'?mbership to Population in US 





r-?- 


1 — , J 


i 


1 2t>* 




-?-"?■ 




:^'ff 




2,*i 











Church Membership in United State? l^yPrindpaiFaiTiiiies 1906 




78 



ROGERS a HALL CO.. PRINTERS. CHICAGO 



LIBRARY OF CONGRESS ^^M 

!iiiiiii'i||iiiH]^'iiii' 11 'iiiiiiiiiiiii^ ^^ 
019 877 648 8 



